Complex Learning Difficulties And Disabilities Research Project

How to use it - Inquiry framework for learning

About the Inquiry Framework for Learning

The Inquiry Framework for Learning is a tool to stimulate reflection, discussion and proactive intervention, in a way which is personalised to each child and young person with CLDD. Due to their very nature, children and young people with CLDD are unique – the one size fits all approach is ineffective with these learners. Therefore this tool is not a list of scenarios and solutions; there is no one answer that will apply to all children and young people. Instead it provides lists of questions to prompt you as a practioner to generate the answers through reflection and inquiry.

 

How to use the Inquiry Framework:

  • We recommend that if the student with CLDD you are wishing to use the Inquiry Framework with is new to you begin the process with the preliminary profile section.
    This will give you a baseline of where the student is currently at.
  • To get the widest perspective, alongside the student profile there is a family profile and an interdisciplinary profile.
    • Student profile – which you would complete with those who know the child or young person well;
    • Family profile – this is an interview schedule of questions which are pertinent to use with families to gain an insight into the child or young person at home;
    • Interdisciplinary profile - also an interview schedule for use with other professionals involved with the child or young person to ascertain a thorough overlook of them in different situations and environments.
  • If you feel you know the student well, go straight to the inquiry areas. Click on an area that you feel might be relevant to the student in mind and work through the questions.
    It may be that a particular sub-heading within that category is particularly relevant.

  • Make note of questions you feel are most pertinent to the student in mind.
    What implications does this have on your practice? In what ways might changes need to be made in recognition of a question?

 

Hints for use…

  • Look at the inquiry framework as a team – could some of the questions be used as a discussion point in a focused meeting?
  • What can you learn from other professionals? Consulting with others involved with the student may provide a different and insightful perspective. This may include therapists, health workers, CAMHS, social workers, as well as home.
  • Focus on one section at a time – looking at too many sections may make it harder to prioritise questions.
  • If you are considering making changes as a result of looking at the questions on the framework, it is important to change only one thing at a time to make it easier to identify what is the effective.
  • How can the effectiveness of the changes implemented be measured? The Engagement Profile and Scale may be a good way of charting any differences in learning behaviour.
  • Consider how the student themselves can be involved. Can they provide information on their preferred learning styles, or interests to shape a learning target or intervention? Can the student take a more active role in negotiating their own learning and managing their responses? 
    This could be empowering for a student and take steps towards boosting school enjoyment and self-esteem.